Cognitive brain potentials in kindergarten children with subtyped risks of reading retardation

Cognition-related brain responses to meaningful and meaningless figures were registered in 5-year-old kindergarten children who either had been subtyped as being at-risk of developing an L- or P-type dyslexia (LAL versus LAP) or who were not at-risk. While identifying, naming, or categorizing pictur...

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Veröffentlicht in:	Annals of dyslexia 2007-06, Vol.57 (1), p.99-111
Hauptverfasser:	Bakker, Dirk J., Van Strien, Jan W., Licht, Robert, Smit-Glaudé, Sietsia W. D.
Format:	Artikel
Sprache:	eng
Schlagworte:	Analysis of Variance Brain Brain Hemisphere Functions Cerebral hemispheres Child, Preschool Children Cognition Cognition & reasoning Cognitive Processes Comparative Analysis Dyslexia Dyslexia - psychology Early Reading England (Reading) Etiology Evoked Potentials Female Geometric shapes High Risk Students Humans Kindergarten Kindergarten education Kindergarten students Learning Modules Longitudinal Studies Male Memory Memory, Short-Term Neuropsychology Principal components analysis Reaction Time Reading Reading strategies Responses Risk Factors Semantics Spatial Ability Studies Task Performance and Analysis Visual Perception Visual Stimuli Young Children Youths at risk
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